A Systematic Review of Technology-Enabled Teacher Professional Development During the COVID-19 Pandemic

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Learning Platforms as Agents of Change in Teaching and Learning (Table 24)

Abstract

Effective teaching professional development (TPD) can improve teachers’ competencies and move them toward professional success. During COVID-19, TPD was transferred to online contexts and enabled by technologies. However, little research focuses on TPD’s effectiveness during the pandemic. This study aims to (1) determine technology use and (2) evaluate the quality and effectiveness of the technology-enabled TPD based on the effective professional development framework. Following the PRISMA procedure, we analyzed 40 empirical studies. The findings reveal that technology should be used for providing models of practices, mentoring, and feedback, although those TPD programs sustained, focused on content, and encouraged active and collaborative learning. The findings have implications for how to design and evaluate technology-enabled TPD in the post-pandemic time.

Authors

• Lingyun Huang, The Education University of Hong Kong

• Cher Ping Lim, The Education University of Hong Kong

• Min Liang, The Education University of Hong Kong

• Yuhan Xiong, Education University of Hong Kong